objectives - missouri department of elementary and ... · objectives • familiarize practitioners...

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I EDUCATION

Objectives

• Familiarize practitioners with t he 4-step process of conducting a Functional Behavior Assessment or FBA

• Provide practitioners an opportunity to pract ice the FBA process using data from a student example

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Guide to this Webinar

• Handouts:

Glossary of Terms

Blank Data Collection Forms

Sample Student Data (Myron)

Operationally Defining Behavior handout

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Glossary Handout

Behaviifr_ et ~ Data Plan ,.... _,._.Sltdllls....

.......... -.c......- p bl ...... Existing ~- ro em r--,, SIWM'1.,..,_wloNllala-lullll an.. Tllf'II'

What is a Functional Behavior Assessment? Functional Behavior Assessment is a problem-sohllng prouss for Identifying the events that reliably predict and maintain

problem behavior. N lu ouri

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A Functional Behavior Assessment is based upon the following assumptions:

Challenalng behaviors do not occur In • vacuum Behaviors occur In respon.s.e to an ldentlflable stimuli or the antecedent What follows • behavior, the consequence, mak:e.s the behavior more or less likely IX> occur In the future Behovlor Is a form of communlcltlon, for egmple •1 need you IX> help me.• "This work Is too hard." "Please, talk IX> me.•, etc. Behavior, seMO a functlon and haw a purpose. The two functions or purposes are

IX> set or obtain something OR to avoid or escape someth1ng

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The FBA Process

• Step 1: Define the problem behavior

• Step 2: Devise a plan to collect t he dat a

• Step 3: Compare and analyze t he data

• Step 4: Develop a hypothesis statement

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Step 1: Define the Problem Behavior

• Use specific, observable, measurable terms

• Can be seen

Can be counted, timed or rated

• Has a beginning and an end

• Can be repeated

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Example Non example

Johnny says thlnp 11111 'lbu can't mole mo',' I don't Johnny Is dlnspectful. h..,. to do whit- uv', "ft>IJ',. not my boss'

Johnny interrupts dass by ma kin.a noiseJ with his Johnny Is dlsrupttve. mouth, by tlpplna owr his ohalr, by shootlna out answers without beln1 t1lled on

Johnny mu- to aot out of Uno when isled, Johnny Is doflont. NmlllS to pick up mo-ls - dropped, muses to bll:Jn work when Hied to do 10

Operationally Defining Behavior

Uncle.ir Oescr1pt1on I Operational Oef1nitton

katrlna II unmotiwted.

Derek ts rude.

-·h lsdlsnJptlwl.

Joel doesn't care about his wort.

Ari ii uncoopemMt.

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Suzy - 4th Grade Problem Behavior Operational Definiti on

Disrupts classroom instruction

Suzy Interrupts, talks out, and Jokes, disrupting Instruction In the classroom

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Myron - 6th Grade Problem Behavior Operational Definition

Disrespectful to authority fl1ures

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Myron - 6th Grade Problem Behavior Operational Definition

Disrespectful to authority fl1ures

Lays his head down, refuses to answer when spoken to, rolls his eyes, says "What? 11" or •1 don't care1• when 1lven directions

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Step 2: Devise a Plan to Collect Data • Generally two methods for this: direct and indirect

• Done in a systematic process

• Relates to the defined behavior from Step 1 Direct Indirect

T•lldna with tlMI •udent

Obse-lons

Student <Offlpletod checldlst _ .. blo to

all•udtnts

_of_, Previous observations

T•lklns w-h othan lpa,..,t, other lather)

Informal checklists c;omp'eted by others

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Suzy Gather data from

teachers and office

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Step 2: Devise a Plan to Collect Data Suzy

Have a conversation with parents, teachers, and student

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Step 2: Devise a Plan to Collect Data

Myron Gather data from

teachers and office.

.a. ---,_ GU.,C., ...

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Step 2: Devise a Plan to Collect Data Myron

Have a conversation with parent, teachers,

and student.

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Step 3: Compare and Analyze the Data What are the environmental factors that seem to accompany this behavior?

How do the antecedent events relate to the behavior? Do you see any patterns? What typically occurs before the behavior? Is there any place that the behavior never occurs? Are there particular people who are always involved? Any time frame that it typical ly occurs?

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Step 3: Compare and Analyze the Data

Suzy Begin assembling the data in a

useable form.

_ _______ _.,..

---------

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Myron

Begin assembling the data

in a useable form .

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• Skill deficits

Do we know whether this student has the ability to do the skil l being asked of him/her at the time the behavior is occurring? • Study ski lls, organizational skil ls, social skills are all

skills just like academic ski lls.

Is this a 'will' problem or a 'skill' problem?

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Step 4: Develop a Hypothesis Statement

Based on the information you have on this student, what is your best educated guess to explain the function or the reason for the behavior?

• Use your hypothesis frame to develop your statement.

• A hypothesis may not always be correct but it is a place to start

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SUZV ElfA.MPL E

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Th• b more likdv1<>o«ur •n<11 (:..ttiog = _ _____ __,

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Step 4: Develop a Hypothesis Statement S'"l'~""·,,.,,u15uannSa1.,,.,.

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auemm n.. •""' lilzlt "'"'"' "1nlldlqi sp frie"lls al! around

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~udtat will (Problnn lkhmx ___ _,b«all!< (UlDSC'l'ltll<t

lhrnfrn lhtNllCbcllritb,bthmo,dto(obcam/11'0td ___ .,.

ThlS b"""" lkely IO oo:ur whtn {Setting

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Step 4: Develop a Hypothesis Statement During read ing/writ ing, when Myron Is given directions to read or write independently, he will lay his head down, refuses to answer when spoken to, rolls his eyes, says "What??" Or •1 don't care I" when given directions. As a result, the teacher gives assistance, reduces the workload or sends him out of the room, therefore the function of the behavior Is to avoid the task. This is more likely to occur when the student has trouble with the work.

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Wrap up

• An FBA is not a one-shot process

• Information and data gathered from varied sources helps create a more accurate picture of the student from which you can make decisions.

• Stick to the facts .... gut feelings have no place in an FBA. What is the evidence to support your thoughts?

Next Steps

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Questions? Please contact:

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objectives - missouri department of elementary and ... · objectives • familiarize practitioners...

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